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SMART . Strategies for student retention. Welcome!. Alice Camuti, Ph.D. Director, Career Services Tennessee Technological University. SMART. Agenda. Student Retention – Why It’s Important Strategies That Influence Retention Results of National Survey TTU Retention Efforts

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welcome
Welcome!

Alice Camuti, Ph.D.

Director, Career Services

Tennessee Technological University

agenda

SMART

Agenda
  • Student Retention – Why It’s Important
  • Strategies That Influence Retention
  • Results of National Survey
  • TTU Retention Efforts
    • TTU Retention Experiment
  • Making a Difference in Your Programs
  • Developing Campus Partnerships
why care

SMART

Why Care?
  • Governing Agencies are moving from enrollment based to outcomes based formula’s
  • States are pushing for higher college graduation rates of their constituents
  • It’s the right thing to do
points about student retention

SMART

Points About Student Retention
  • Student departure has little to do with flunking out (only 10-15%)
  • Social isolation is primary cause for departure
  • 75% of most students leave within the first two years of college

Source: Tinto, 1987, 2007

retention and graduation

SMART

Retention and Graduation
  • What percentage of first-time freshmen in Fall return for their . . .

. . . spring semester TTU: 91% UTK: 86.2%

. . . second year TTU: 73% UTK: 71.7%

  • What percentage of students graduate…

…within five years? TTU: 41% UTK: 58.5%

…within six years? TTU: 48% UTK: 60.5%

tennessee change in focus
Tennessee Change in Focus
  • Moving to a productivity-driven funding formula
    • Graduation rates
    • Degree production
    • Student Retention
  • “Complete College Tennessee Act”
national survey results

SMART

National Survey Results

Of 220 respondents…

  • 49% Did not know if they had a graduation requirement goal
  • 49% Did not know if they had a retention rate requirement goal
april 2012 national survey

SMART

April 2012 – National Survey
  • Population: 2800 Career Services Directors
  • 220 respondents 7.9% response rate
  • www.SurveyMonkey
  • 84% Centralized
  • 53.8% public
  • 65.2% 0-10,000 FTE …….13.4% > 25,000 FTE
retention strategies

SMART

Retention Strategies

Predictors of persistence include:

  • Coordinated Studies Program (first-year seminar)
  • College GPA
  • Hours studied per week
  • Perceptions of faculty
  • Involvement with other students

(Tinto, 1997)

effective practices identified in the literature

SMART

Effective Practices Identified in the Literature
  • Honors programs for academically advanced students
  • Academic support program or services
  • Programs designed specifically for at-risk students
  • Mandatory advising, one-on-one and face-to-face between faculty and students
  • Programs designed specifically for first-year students

Source: Noel-Levitz 2011

ttu campus retention initiatives

SMART

TTU Campus Retention Initiatives
  • Retention Committee
  • First-year Connections 1 hr. Seminar
  • Freshmen Mentors – 2 semesters
  • Freshmen “Majors” fair; Engineering majors fair, Business majors and clubs fair
ttu initiatives continued

SMART

TTU Initiatives (continued)
  • Communication with “at risk” students
  • Contact during the summer: non-enrollees
  • Learning Commons in Library
  • Living/Learning Villages
ttu retention committee experiment

SMART

TTU Retention Committee Experiment
  • 28 freshmen class sections/587 students
  • Psychosocial teaching method = 14
  • Academic skill-building method = 14
  • Fall of 2009 implemented, Fall of 2010 results
which cohort had the higher retention rates

SMART

Which Cohort had the Higher Retention Rates?
  • Cohort A – psychosocial
  • Cohort B – academic skills
psychosocial

SMART

Psychosocial

Sorry, You are Wrong

Link Back

academic skill building

SMART

Academic Skill-Building

Yes, you are correct

Link Back

experiment results

SMART

Experiment Results
  • Probability that a student will LEAVE within Three (3) semesters:
  • Psychosocial 27%
  • Academic 21%

Logistical Regression, p=.0371, 95% significance

academic skill building1

SMART

Academic Skill-Building
  • Time management
  • Study Skills
  • Career Plan
  • Career Assessment
  • ‘Structured’ classroom environment
where do we fit in

SMART

Where Do We Fit In
  • Skill building workshops focusing on freshmen
  • Resume for freshmen
  • Co-op /internship exposure
  • Career assessment
  • Assist with majors fairs
become a retention champion

SMART

Become a Retention Champion
  • Campus Retention Initiatives
  • Week of welcome, fall semester activities
    • Not always related
  • Develop Partnerships with on-campus departments involved in student success
    • i.e. first-year seminar classes
first year seminars

SMART

First Year Seminars
  • Invite freshmen classes in for tours
  • Offer to come to the freshmen classes with “deal or no deal” interactive trivia game
  • Create career content/career components for first year seminars
  • Instructor newsletter:

events/workshops/pre-packaged PowerPoint presentations

questions discussion

SMART

Questions…Discussion…

Your Ideas

thank you

SMART

Thank You!

Alice Camuti

[email protected]

931-372-3232

references

SMART

REFERENCES
  • Derby, D. & Smith, T.(2004). An orientation course and community college retention. Community College Journal of Research and Practice, 28, 763-773.
  • Glass, J. (1995). Student participation in college orientation course, retention, and gpa. Community College Journal of Research and Practice, 19, 117-132.
  • Kuth, G. (2006). Student Success in College. Jossey-Base.
  • Noel-Levitz (2011). 2011 Student retention practices at four-year and two-year institutions. Retrieved January 10, 2012 from www.noellevitz.com
  • Swail, W. (2006). Seven guiding questions for student retention. Student Success, January 2006. Retrieved from www.educationalpolicy.org
  • Tinto, V. (2006/2007). Research and practice of student retention: what next? Journal College Student Retention, 8(1), 1-19.
  • Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. The University of Chicago Press: Chicago.
  • Tinto, V. (Nov/Dec 1997). Classrooms as communities: Exploring the educational characteristics of student persistence. The Journal of Higher Education, 68, 599-623.
  • Tinto, V. (July/August 1988). Stages of student departure: reflections on the longitudinal character of student leaving. Journal of Higher Education, 59(4), 438-455.
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